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The Little Rock Nine Linda M. Paquette EDU 6710 C15-The Enduring Legacy of the American Revolution- Equality Title: The Little Rock Nine ~ Heroes of Courage and Social Change July 24, 2009 Grade Level:7 Unit Length: 4-5 weeks Seminar Impact ~ There are several lines from William Chafe's book, Civilities and Civil Rights that emphasize why students need to realize that they can make a difference. “America would never be the same once students discovered the power of direct action protest and others followed their example.” And the “second theme to emerge from the sit-ins involves the inherent fallacy of permitting other people to define one’s life and possibilities.” (Chafe 98)This is often true for our students…and I borrowed Mr. Chafe’s words to include them in the key ideas for this unit. I spoke with Mr. Chafe briefly before his presentation and asked him what would be one thing that he would tell junior high students. His answer, “Help them to understand that change happens because of what you learn.” The seminar speakers stressed the concept of change through individual and group empowerment. I often sense that students feel less and less empowered rather than the opposite. For whatever the reason, it is important that they learn the possibilities of their voices and actions. Proposal/Unit Overview Students can spot an injustice or an inequity very quickly. There is, however, a gap between recognizing a wrong and taking action. Students may energetically express their discontent. “It isn’t fair.” “That is so not right.” Yet they are unable to move forward. Fear, helplessness, insecurity, and lack of knowledge are all reasons for this inability to make right the wrong they see. They need to see and then believe that they, as students, can make a difference. They need to feel empowered rather than helpless. The novel, Warriors Don’t Cry by Melba Pattillo Beals is the basis for this unit. The novel tells the true story of the nine courageous students who integrated Central High School in Little Rock, Arkansas in 1957. The book follows their turbulent and dangerous entrance into the school, through each frightening day and ends with the graduation of Ernest Greene. Through Melba’s eyes the students will look at racial inequalities and how she and the eight others chose to enter and remain in a segregated school in spite of the extreme efforts to stop them. The students will ultimately consider the question, What are the effects of stereotyping, prejudice and discrimination and what does it take to stand up against them? Before and while reading the novel, the students will explore the Civil Rights Movement by reading, analyzing, and discussing: primary sources and other resources, film and documentaries. They will have opportunities to use varied formats to respond to the events of the Movement: journaling, poetry, readers’ theater, visual arts and music. They will make connections with and find role models in the nine students and other heroes who during that time saw the wrong and found the courage to make it right. At the 1 end of the unit, each student will design, create and display a monument to the Little Rock Nine. Students will also put their knowledge and understanding of the Civil Rights Movement into action by identifying a social injustice or need within the school or community. They will plan and complete a service project (chosen by the group as a whole) that will bring about a positive change. They will be expected to maintain a journal reflecting on their project experience. The project may continue over the course of the year. (http://www.learningtogive.org/lessons/unit232/_ This site provides excellent ideas. Central Questions: ~ What is courage (discuss and/or review)? ~ What are the effects of stereotyping, prejudice and discrimination and what does it take to stand up against them? ~What is the importance of education? ~What were the goals of the Civil Rights Movement? ~What strategies did the participants of the Civil Rights Movement use? ~What role did students play in making change? ~ Why did so many oppose the integration of schools? ~ If you had the chance to participate in any of the events of the Movement, which would you chose and why? ~ Are there examples of inequity in your school or community? If so, what are they and what could you do to make a change? Challenge Questions: ~ Historically, blacks have been kept from obtaining a good education. Why do you think it was important for the white majority to keep a portion of the population uneducated? ~If you were going to participate in a freedom march or ride anywhere in the world today, where would you travel and what injustices would you protest? ~How did the social, cultural, and political conditions in the south contribute to the opposition of school integration and other equal rights issues? ~ Are there conditions in the world today that continue to contribute to social inequities? Key Ideas: · Prejudice and discrimination resulted in segregation in schools, workplaces, housing, and public places. · Individual and group courage was a driving force behind the fight for equality and justice. · Civil Rights leaders and participants used various strategies to make the changes needed for equality and justice. · Students can make a difference and nine students did challenge the “white power dynamic” in the United States. · A person should not allow another to define her or his life and possibilities (Chafe 98.) 2 · Fear can turn into mistrust and hatred. What were people afraid of? Intended Learning Outcomes: Students will: ~Apply prior and new knowledge to analyze the topic of racial inequality in the United States. ~Engage in critical discussions of Warriors Don’t Cry by Melba Pattillo Beals and improve fluency and reading comprehension through use of the Vermont Reads Nine Reading Strategies. ~Explore and analyze primary sources. ~Locate and note key ideas/main ideas by marking important passages in the novel and primary sources. ~Analyze and interpret facts or events by viewing them from different perspectives ~Discover and confront the inequities in the country during the Civil Rights years (as a challenge, consider whether or not inequities continue to exist). ~Research where the Little Rock Nine are today and what they are doing. ~ Complete a data based question (DBQ) on the Civil Rights Movement. ~Participate in small group discussions. ~Formulate high level questions. ~ Complete a Response to Literature essay based on Warriors Don’t Cry. ~ Maintain a journal of writing responses to the novel and other articles, sources. ~ Demonstrate understanding of the strategies used by Civil Rights workers. National and Vermont Standards Addressed and Assessed *(examples of activities /assessments in red) National History Standards~ Era 9- Post-War United States 1945-early 1970 Standard 4 -The struggle for racial and gender equality and for extension of civil liberties. (journal responses, structured journal, class discussions, DBQ, essays, poems, role play) Vermont Standards and Grade Expectations (in first parenthesis, assessment ideas in second set) 1.3 -Reading Comprehension (journal entries, quizzes, questions, class discussions) 1.5/1.6- Writing Dimensions and Conventions (essays, short and extended answer test questions) 1.7 – Response to Literature (VT writing rubric) 1.12- Personal Essay (VT writing rubric) 1.19- Research (presentation, speech, play, display, song lyrics) 2.1 (H/SS7-8:1)-Types of Questions, Social and Historical Questioning (student prepared questions for class discussions/tests 3.3- Respect (Class participation quidelines/rubric includes respect, journal responses) 3.11- Interactions (group/team work, community service learning) 4.4 (H/SS 7-8:14)-Effects of Prejudice, Students Act as Citizens (journal response, community 3 service learning project) 4.5(H/SS 7-8:8)-Continuity and Change, Connecting Past and Present (time line, essays, graphic organizers) 5.12 Literate Community (reading, class discussion, written responses) *All activities are assessed according to specific criteria or rubrics given to students when activity/work assigned. Preparation for teaching unit: · Copy of Warriors Don't Cry by Melba Pattillo Beals for each student · Journals for each student and journal prompts · KWL chart · Photocopies of reading selection from A History of Us – All the People by Joy Hakim http://www.joyhakim.com/history.html · Journal and journal prompts for each student · Laminated photos of Little Rock Nine and front pages and photos from Arkansas Gazette,(1957) New York Times(1954) one photo per student www.nps.gov/history www.archives.gov/education www.ardemgaz.com www.centralhigh57.org · Photo analysis worksheet for each student www.archives.gov/education/lessons/worksheets/photo.html · Film and Documentaries Eyes on the Prize http://www.pbs.org/wgbh/amex/eyesontheprize/about/fd.html A Time for Justice, www.tolerance.org · Primary sources ~ for example, Brown vs. Board of Education http://www.landmarkcases.org/brown/home.html · Post-it notes and chart paper · Criteria/guideline lists and rubrics as needed · United States Atlas http://www.nystromnet ****Please note that daily plans are not written in stone. Much depends on the kids, learning styles and interests. One day may roll into the next, so be flexible. A VOCABULARY LIST is started on the first day of the unit, added to and discussed as unit progresses. Day 1 – Introduction to Unit 4 Journal Prompt #1: In journal, write about a time when you felt that you were treated unfairly. Why do you think you were treated this way? How did you react and what did you do? (See appendix for reflective response rubric) Discuss/Process ~ Ask for volunteers. (If none, anonymous post-it notes will work!!!) Reading: Without telling students where selection comes from, have students read a page or two from Warriors Don't Cry.
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